PROJECT TEACH
-LESSON PLAN OUTLINETEACHER: Kevin X. Wible
SCHOOL DISTRICT: General McLane
LESSON SUBJECT: Frederick Douglass the man, and life on the
plantation.
GRADE LEVEL: 9th Grade Accelerated
TEACHING TIME: One block period
LESSON OBJECTIVES
BIG IDEAS:
Treatment of slaves on the plantation
Frederick Douglass’ experiences as a slave
Frederick Douglass as and example of the power of the human condition
Having empathy for others and an appreciation for what we have
ESSENTIAL QUESTIONS:
What was the daily life of a slave on a plantation like?
In what ways is our life contrast to the life of a slave on the plantation?
Why were slaves treated this way?
What emotional and psychological control did slave masters want to have over their slaves and why?
PA STATE STANDARDS:
8.1.9 A, B, C, D / 8.3.9 A, B, C
STUDENTS WILL KNOW…
Who Frederick Douglass is.
What daily life was like for plantation slaves.
Why slaves were treated this way by their
masters.
STUDENTS WILL BE ABLE TO…
Read and interpret a piece of literature.
Express ideas and emotions in writing.
Make connections between the literature and
their own lives.
Express empathy for others.
PROCEDURAL SUMMARY
MATERIALS:
Excerpts from The Narrative of the life of Frederick Douglass an American Slave
Worksheets that accompany reading
“Hickory Stick”
Leather Belt
Potato Sack / Piece of Burlap
ANTICIPATORY SET:
Students will be instructed to write down
1. what they plan to wear to school tomorrow
2. what they might have for dinner tonight
3. what they will do for fun tonight
4. a description of where they will sleep tonight
ACTIVATING PRIOR KNOWLEDGE:
Teacher tosses football around class prompting students to answer questions about what they think
or know about slave life.
PROCEDURE:
Direct instruction: notes and discussion about Frederick Douglass’ experiences in slavery.
Introduce Frederick Douglass’ book The Narrative of the life of Frederick Douglass an American
Slave.
Have students read provided excerpt from book.
Have students answer questions on accompanying worksheet.
Class discussion of questions.
During discussion of each question, use visuals to illustrate the descriptions in the reading (i.e. take
off belt and slam on students’ desks when talking about the “heavy cowskin,” have students rub the
burlap on their arms when talking about the “coarse negro cloth,” allow them to handle the ‘hickory
stick,” etc.)
During discussion of each question “challenge” students to give up their luxuries for one week (i.e.
challenge them to wear the same pair of socks for one week, or to sleep on their basement floor for
one week, etc.).
CLOSURE ACTIVITY:
Teacher will read the four other, gripping excerpts from the book aloud to the class. These particular
passages are not included with the lesson but can be chosen from the book at the discretion of
teacher.
Students will write a short reflection on the reading and the discussion.